Chapter 2. Progress towards the EFA goals - Unesco

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0 1 0 CHAPTER 2 2 Education for All Global Monitoring Report Reducing the cost burden on households is a priority for improving access Table 2.8: Targets for the global costing exercise Goal Early childhood care and education Universal primary education Expansion of lower secondary schooling Adult literacy Gender parity and equality Education quality Criteria for achievement by 2015 Provision of pre-primary schooling for all children living below the poverty line Provision of school places of good quality for all children of primary school age Provision of places in lower secondary school for all children completing primary school Provision of sufficient literacy programme places for illiterate adults to ensure that illiteracy rates are halved from 1999 levels Achievement of gender parity in primary enrolment rates and lower secondary transition rates, and male and female literacy rates at or above target levels Inclusion of a range of quality-enhancing interventions at each education level Average for 46 low-income countries (circa 2007) Pre-primary gross enrolment ratio = 16% Primary gross enrolment ratio = 95% Primary net enrolment ratio = 72% Primary to secondary transition rate = 69% Lower secondary gross enrolment ratio = 44% Adult literacy rate = 59% — — Target for 2015 52% 108% 1 100% 100% 83% 80% Full parity See Table 2.9 Notes: Targets for early childhood education and adult literacy are country-specific. The targets given in the table are unweighted averages for all countries covered. 1. GER targets are country-specific but imply full enrolment of primary school age children with a maximum of 10% repetition. Box 2.27: Basic education financing in the Democratic Republic of the Congo and the Sudan Estimating education costs for countries affected by conflict is problematic. In many such countries, access to the type of data required for a meaningful assessment of need is often lacking. households, which must cover half of overall costs in the Democratic Republic of the Congo and a third in the Sudan. Reducing the burden on households is a priority for improving access. Innovative work for the global costing exercise set out in this chapter has made it possible to include several conflict-affected countries. UNESCO carried out detailed country-level analysis for the Democratic Republic of the Congo and for the Sudan, where conflict has seriously compromised education planning and data collection. The analysis drew on recent surveys, including a 2006/2007 education census for the Democratic Republic of the Congo (the first in twenty years), as well as detailed evidence on costs from a range of donor, international agency and national ministry sources. This research draws attention to several important concerns. In both countries, the collapse of public financing for education has shifted the burden to The case studies also highlight differences within each country. In the Democratic Republic of the Congo, a legacy of weak governance and conflict stretching back over many years has resulted in a highly fragmented education system. Conflict and insecurity in some regions, notably the east, continue to hamper reconstruction prospects. In the Sudan, conflict has led to the development of separate political administrations and parallel education systems in the north and south. Financing for these systems varies. The best estimates indicate that the north devotes 13% of government revenue to education, compared with 6% in southern Sudan, leading to large differences in spending per pupil. Primary school pupil/teacher ratios are 33:1 in the north and 51:1 in the south. Source: Chang et al. (2009). 122
PROGRESS TOWARDS THE EFA GOALS Estimating the cost of achieving Education for All through increased participation and improved quality of education at the primary level, with literate school leavers driving down illiteracy rates. The residual element, representing about 42% of the necessary decline, is assumed to occur through adult literacy programmes. An assumption underpinning the estimates presented in this Report is that education is provided at these levels without fees. This is consistent with the Dakar Framework for Action. However, in many countries, particularly those recently involved in conflict, this would represent a substantial shift in the burden of education costs from households to the state (see Box 2.27). Setting targets for the cost parameters The second step in the exercise is to develop targets for key parameters using country-level information on costs. Recurrent costs per capita and capital costs in education vary across and within regions, with significant implications for global cost estimates. Two factors account for most of the variation. First, differences in average efficiency associated with prices for important inputs – such as teacher wages, building materials and textbooks – inevitably influence cost structures. Second, countries have different norms and rules on teacher remuneration, pupil/teacher ratios, school construction and other inputs. Table 2.9 summarizes targets for the core cost parameters used in the estimates. In setting the parameters, several difficult financing questions were considered. Teacher remuneration is one of the most significant and controversial areas in any costing exercise for education. This is typically the single biggest component in the education budgets of low-income countries, often accounting for three-quarters of total spending. It follows that technical efficiency gains can dramatically reduce costs: adjusting salaries in sub-Saharan Africa to levels found in South and West Asia would cut average costs by 40%. However, the issues at stake go beyond considerations of technical efficiency. Table 2.9: 2015 targets for main cost parameters Cost drivers Teacher salaries Sub-Saharan Africa Other countries Pupil teacher ratio Parameters Pre-primary Primary Lower secondary Percentage of non-salary costs in recurrent spending School building and rehabilitation 1 4.5 times GDP per capita 3 times GDP per capita 20 33% $ 13,500 per classroom 4.5 times GDP per capita 3 times GDP per capita 40 33% $ 13,500 per classroom 6 times GDP per capita 3.5 times GDP per capita 35 40% $ 17,000 per classroom Teacher salaries are typically the single biggest component in the education budgets of low-income countries Share of private enrolment Maintain current levels 10% 10% School rehabilitation (% of classroom to be replaced) Low income countries Conflict affected countries 25% 50% 25% 50% 25% 50% Targeted programmes for the marginalized Demand side interventions (e.g. conditional cash transfer programmes, school feeding programmes) — 5% of GDP per capita per marginalized student 7.5% of GDP per capita per marginalized student Supply side interventions (e.g. incentives for qualified teachers to work in remote areas, increased resources for schools serving marginalized groups) — Additional 33% of per pupil recurrent costs per marginalized student Additional 33% of per pupil recurrent costs per marginalized student Effect on per-pupil recurrent costs (constant 2007 US$) Estimated current unit costs 106 68 119 Per-pupil costs in 2015 with additional policy measures 102 125 162 Notes: Per-pupil costs for 2015 do not include additional costs of demand-side and supply-side interventions for reaching the marginalized. 1. Includes maintenance, estimated at 2% of construction cost. Classroom construction and rehabilitation include the cost of building school infrastructure (including latrines, offices, water supply, etc.) and providing access for children with disabilities. Source: EPDC and UNESCO (2009). 123
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Chapter 2. Progress towards the EFA goals - Unesco

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